Literaturnachweis - Detailanzeige
| Autor/in | Miller, Erin T. |
|---|---|
| Titel | Multiple Pathways to Whiteness: White Teachers' Unsteady Racial Identities |
| Quelle | In: Early Years: An International Journal of Research and Development, 37 (2017) 1, S.17-33 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0957-5146 |
| DOI | 10.1080/09575146.2016.1223022 |
| Schlagwörter | Whites; Racial Identification; Teacher Education Programs; Preschool Teachers; Professional Identity; Research Methodology; Personal Narratives; College Students; Females; Young Children; Student Diversity; Racial Relations; Consciousness Raising; Racial Attitudes; Minority Group Students; Urban Education |
| Abstract | Teacher education programs in the US, recognizing the mismatch that exists in preschool provision between mostly white teachers and a very diverse intake of young children, have begun to explore ways of raising racial awareness among pre-service teachers, with the aim of improving non-white children's classroom experiences and outcomes. This paper analyzes 60 critical memoirs written by students about their own awareness of their identity to demonstrate the intersectionality of teacher identity, and in particular the impact of social class, ethnicity, gender, sexuality and religion on the processes whereby white students acquire a successful white teacher identity. In doing so, it highlights the ways white pre-service teachers who hope to work with young children imagine or realize their whiteness as it intersects with other aspects of their identities. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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